Mutanov Galimkair Rector of al-FarabiKazakh National University (Almaty, Kazakhstan).Rector@kaznu.kz

Burkitbayev Mukhambetkali First-ViceRector of al-Farabi Kazakh National University (Almaty,Kazakhstan). Mukhambetkali.Burkitbayev@kaznu.kz

Ibrayeva Galiya Professor of PoliticalSciences Galiya.Ibrayeva@kaznu.kz

Abdiraiymova Gulmira - Professor ofSociological Sciences

gulmira.abdiraiymova@kaznu.kz  

Key words: Kazakhstan, Bologna process, implementation, academicalmobility, quality assurance, integration

KAZAKHSTAN IN THE EUROPEAN HIGHER EDUCATION AREA (EHEA)

This paper is devoted to the analysis of highereducation in Kazakhstan in the process of itsintegration the European education area. The results ofthe comparative sociological researches carried outamong the academic experts and students of the country,are presented here.The empiric material obtained during the researchenables to give the latent assessment to the positiveand negative attitude of the university academicsociety to the ongoing changes, to the modernizededucation processes, to the new education services, anddetermines the perspectives of further development ofeducation institutions in Kazakhstan.

Contents1. Introduction

32. The Kazakhstani national model in the context ofthe European education area

32.1. Specifics of a Kazakhstani national model andtransformations in conformity with the European standards

52.2. Genesis of implementing the European standards ofeducation into the education area of Kazakhstan62.3. Key reforms in Kazakhstani education and putting this issue on the agenda 82.4.Conclusions

93. Kazakhstani experts on modernization of highereducation in the

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country93.1.Social diagnostics of the national education system

93.2.World tendencies of bringing the programmerstogether: realities and perspectives123.3.“Labour Market”: world education standardsimplemented within the frame of the Bologna Process

133.3. Conclusions

154. Kazakhstani students on the European perspectivesof 15 developing national education4.1. Internal and External Academic Mobility

154.2.Estimation of the impact of the Bologna Process onthe education 16 potential of students4.2.1. Academic mobility advantages

174.2.2. New opportunities and issues of quality

184.2.3. Implementation of the ideas and principalprovisions of the Bologna 18 Process Conclusions

195. Bibliography and sources 20

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1. Introduction

At present the process of intensive reforming ofKazakhstani education system is under way. It is aimed,first and foremost, at achieving the internationalstandards of education and at integrating into theEuropean education area.The research has been carried out within the frame ofthe official entry of Kazakhstan to the Bolognaagreement in 2010. The main task was to foreshorten theattempts of analyzing the two main aspects:1.what changes the Kazakhstani education model has

undergone since theperiod of gaining its independence and up till now;2.how the process of adapting of the main principles of

the EHEA, for example, adoption and comparability of the EuropeanCredit Transfer System (ECTS), quality management,academic mobility of students, teachers of highereducation institutions (HEIs), etc.Three types of measurements have been used in order toget reliable and authentic data - questionnairing ofexperts, survey of students and focus –group research.The academic survey of experts used by the Europeanscholars in the project “Trends 2010”1 was the basisenabling us to obtain the accurate data, to compare theresults and to reveal national contexts and educationstandards of the country.

3.The Kazakhstani national model in the context ofthe European education area

1 The Bologna Process: Trends 2010 – A decade of change in European Higher Education Source: http://www.iu.qs.com/2010/07/27/the-bologna-process-trends-2010-%E2%80%93-a-decade-of-change-in-european-higher-education/

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The global competitiveness makes a powerful impact onall the sides of life of Kazakhstani society, inparticular, on the system of education, involving itinto the process of internationalization. TheConstitution of the RK, the Law on Education (2007) andthe State Programme of Education Development for theperiod of 2011 – 2020 are the three pillars of the maineducation reforming policy in Kazakhstan.These documents have introduced serious changes intothe structure and contents of education. The three –cycle system of higher and post-graduate professional education (Bachelor - Master – PhDdegrees) has been created.Considerable changes have taken place in HEIsmanagement by setting up the Trusteeship Councils andby introducing corporate governance. The credit systemhas been adopted. The system of quality controls andmanagement has been established, as well as theNational Accreditation Centre. In 2012 it wasreorganized into the Bologna Process Centre andAcademic Mobility under the Ministry of Education andScience of the Republic of Kazakhstan1.

The Law on Education was adapted to the integration ofKazakhstani higher education into the Bologna Process.It was the implementation of such trends as transitionto 12 – year school education, legalizing of the statusof specialized schools, increasing the quality oftextbooks, etc. The unified centralized controls andmonitoring of the quality assurance of education havebeen introduced. Besides, “new types of highereducation institutions as national research

1 Presented in Astana Center Bologna process and academic mobility Source:http://www.zakon.kz/4517888-v-astane-prezentovan-centr-bolonskogo.html

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universities have been included into the system”2. As amodern research university have been “establishedNazarbayev University (NU), which combines the bestinternational educational models, scientific practiceand national priorities. Al-Farabi Kazakh NationalUniversity (KazNU) is leading university of the countrywhich is in the process of transformation into aresearch university that meets internationalstandards”2.

«The State Programme of Education for the period of2011-2020»3 has provided support and continuity inmodernizing the Kazakhstani education system, haspromoted has shaping of the national model ofcompetitive multi-level higher and post-graduateeducation and its integration into the internationaleducation space.In the late of the 90s, Kazakhstan cooperatedfragmentarily with the European partners makingattempts to modernize its education system inconformity with the Bologna process model. The mainarguments that spoke in favour of transformations werequality of education, enhancing autonomy of HEIs,scientific –research independence, seeking new schemesof finding, which, as a result, expanded strategicopportunities and professional qualifications in thecountry.

1 Damitov, B.K. et al (2009), National Report on the status and development education. Ministry of education and science of the Republic of Kazakhstan. National Centre for educational quality assessment. Astana, 2009

2 Mutanov G., Burkitbayev M. Al-Farabi Kazakh National University: Transformation toward Positioning in the International Rankings. IREG-6 Conference The academic Ranking and Advancement of Higher Education: Lessons from Asia and Other Regions. April 19-20, 2012. Taiwan. Pg.314-315.

3 The State Programme of Education Development for the period of 2011-2020” www.edu.gov.kz – site of Ministry of education and science of Kazakhstan.

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After gaining independence in Kazakhstan the number ofprivate education institutions, including universities,has been rapidly growing. In 1990 there were 55 HEIswith 300,000 students. But in 2006 the number of HEIsincreased by three times (181), and correspondingly,the number of students also increased. The state policyon education dictates the rational number of HEIs butencounters resistance.Diagram 11 shows the change of the number of HEIs duringdifferent periods of time.

Diagram 1

According to the data of the Ministry of Education andScience of the RK there are 9 national, 32 public, 1international, 13 military and more than 80 privateAELs functioning in Kazakhstan2. On the agenda of theMES of the RK there is a plan of reducing the number ofuniversities to 2-3 HEIs in each oblast centre, placingthe leading HEIs in such large cities as Almaty,Karaganda and Astana till 20153.

1 http://www.stat.kz/digital/obraz/Pages/default.aspx

21 Materials of the National report of the MES of the RK in 2010htpp/www.do.ektu.kz/laws/goso/15ru.pdf 3 http://tengrinews.kz/kazakhstan_news/kolichestvo-chastnyih-vuzov-v-kazahstane-budet-sokrascheno-do-2015-goda--229619/

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The quantitative and qualitative analysis reveals thefollowing trends of Kazakhstani education. First, it isthe unregulated growth of the number of HEIs in theearly 90s. Second, commercialization of education dueto the emergence of the first private HEIs, includingforeign ones. Third, modernization of education,transition from the traditional post-soviet educationsystem to the norms of the European educationstandards.

2.1. Specifics of a Kazakhstani national model andtransformations in conformity with the European

standards

Education is a system shaping part of national cultureof any country. Kazakhstan is not an exception. That’swhy the process of joining the country to the European education area is also the process ofseeking the model of education, where there should bethe synergy of world and national priorities ofeducation systems1. As it is known that in Kazakhstan, as well as in allthe post-Soviet space, there existed a three-stagedsystem of higher education – Institute (5 years) –postgraduate course (2 years) – doctorate (3 years). 20% of the content of education programs were defined bythe Republic, the rest 80% - the all – union Ministryof Education. Kazakhstan, after gaining itsindependence in early 90s, was confronted with the taskof reforming the system of education in order toenhance the competitiveness of the country under themarket conditions. The former model was not effective;the country needed a new one.

1 Order of the MES of the RK of 17.06.2011 №261 On Approval of State General Mandatory Standards for Higher and postgraduate education Source: http://www.edu.gov.kz

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The philosophy of the Bologna Declaration has becomeattractive for education reforms in Kazakhstan. It hasgiven the HEIs the right to choose education programmeswithout any restrictions by using market mechanisms aremeeting the needs of society. Importantly, the countryexperimented with the introduction of a three-cycleeducation structure – bachelor, masters, and doctorateprograms – and pledged further reforms aligned with theBologna Process concept. “In addition, for severalyears the government has been funding invitations toforeign faculties to several flagship nationaluniversities and expanding its state-funded study-abroad program Bolashak from 300 (in 2000) to 3,000 (in2010) students a year. Recently, the governmentannounced the even more far-reaching plans, committingitself to equip Kazakhstan’s education system to meetinternationally competitive standards”1 . A new model has changed the HEIs system of financing,providing special grants for education programs andprojects. The priorities of this model were dictated bythe market economy. But there were opponents oftransformations who considered that a new form offinancing would deprive HEIs of fundamental science,that HEIs would become the performers of immediatedemands of the economy. There were some otherdifficulties beginning from the enrolment of applicantson the basis of the Unified National Testing to thechange of state education standards and administrativestructures of universities. The fact that Kazakhstanregards Education as the factor of sustainabledevelopment of the social system, has enabled us topromote reforms by standardization and to reconsidergoals, contents and technologies of teaching in

1 Ibrayeva G., Abazov R. (2009) Can Kazakhstan’s education reforms dodge inface of the global economic meltdown? Central Asia-Caucasus Institute AnalystCACI Analist http://www.cacianalyst.org/files/090114

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conformity with the “requirements and demands ofemployers, i.e. consumers”1.

2.2. Genesis of implementing the European standards ofeducation into the education area of Kazakhstan

Transition to the European system of educationaccording to the scheme: Bachelor Degree (4 years) –Master Degree (2 years) – PhD (3 years) has lastedlong, but it has been aimed at achieving the main goal:to create a competitive education area adapted to theconditions of Kazakhstan.In 1994 some universities transferred to a Bachelordegree system as an experiment. But since 2001 all theuniversities of Kazakhstan have started to confer aBachelor’s degree. A Master’s degree was introduced in2001 at 75 HEIs of the Republic of Kazakhstan. Forinstance, since 1996 al-Farabi Kazakh NationalUniversity has started training Master degree studentson 29 specialists and 108 specializations2.Consequently, more than 50% of Kazakhstani HEIs haveparticipated in a two-staged system of HEIs, except thecurricula in medicine, veterinary and militaryspecialties.At present Master degree level has taken its place inthe system of post-higher education as a specializedpart the main goal of which is to train specialists forscientific-research, scientific-pedagogical andmanagerial activities.

1 Actual problems of scientific –pedagogical education (Master’s Degree).Materials of the scientific-practical conference of 30-31 May, 2002. Almaty:Kazakh universiteti, P.350 2 Kozhamkulov T.A. Conceptual basis of Master degree students training at al-Farabi KazNU, Collection of works: Scientific-methodological aspects ofimplementing credit technologies in the system higher professional education.Almaty – 2003 P 7-9f.

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The HEIs are provided with doctors and candidates ofsciences by 45,5% on average3.PhD level was officially introduced into the system ofeducation in 2005. The enrolment number was 300.Diagram 22 demonstrates the growth of the number of PhDstudents (by more than three times) by 20103.

Diagram 2

There was a great need in universal specialists easilyadaptable to the local Kazakhstani peculiarities andmeeting, the international standards of knowledge. Thatwas the main sense of reforming, i.e. to create aunique system of education which has started thisprocess since the first days of the state’sindependence.There were a lot of contradictions and complexities onthe path of these developments in Kazakhstan. On theone hand, globalization has created favourableconditions for the state by integrating it into theinternational education area; on the other hand – the

3 Sarsembaeva G., Kaigorodtsev A. Kazakhstan in the Bologna Process Source http:/www.group –global.org./publication

2 http://www.stat.kz/digital/obraz/Pages/default.aspx

3 The data from the National report of 2010. The MES of the RK. Source: http://www.edu.gov.kz

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country is actively seeking its national identity.Education under these conditions has become asignificant factor of transformations in theKazakhstani society, it is an integral part of nationalculture. For the first time after gaining independencein the country, the revival of the nation’s andspiritual elite’s potential has taken place; theculturological stratum of the nation has beengenerated. The state has created favourable conditionsfor introducing the world education standards in theKazakhstani education area enhancing competence andcompetitiveness of Kazakhstani specialists. Thiscorresponds to the contemporary trends of worldeducation by functioning within the frames of theglobal market system, promoting migration processes andinvolving more and more Kazakhstani citizens in thisprocess. At the same time the issue on including of theKazakhstani content in the education process isbecoming actual.

2.3 Key reforms in Kazakhstani education andputting this issue on the agenda

Transferring from one administrative education model toanother liberal model, from the strictly regulatedmodel to more flexible and more adaptable to the needsand demands of the market has been perceived by theacademic circles of Kazakhstan differently. Someopponents expressed their fear that the HEIs might losetheir fundamentality, national contents inherent inclassical universities. The others emphasized that thecommon education area was a mere beautiful motto, thatthe European model of financing might lead to the lossof fundamental sciences. Step by step the advantages of modernization ofeducation have forced their way through the blocks ofmistrust. For instance, the administrative system was

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very tough in dictating the trends of trainingspecialists in conformity with the state educationstandards; HEIs were dependent. Subjects of education.They could issue diplomas only according to theestablished rules. The philosophy of the Europeaneducation area gives more freedom in choosing educationprogrammes, does not restrict the number, and is guidedby the market mechanisms meeting the needs of society.A new model enables to change the system of financingof the HEI, provides special grants for implementingeducation programmes and projects, the priorities ofwhich are dictated by the market economy. The liberalmodel of education created in Kazakhstan is not aformal integration into the common European educationarea, but it is a whole set of changes, beginning fromthe enrolment of applicants on the basis of the UnifiedNational Testing (UNT) to the changes of the system ofstate standards, administrative structures ofuniversities. Modernization of education in Kazakhstanis a type of integration of education area, whichcreates unified standards of higher education, andguarantees the competitiveness of both the state andits citizens.That’s the challenge of the agenda that Kazakhstan isto integrate into the unified European education areaby increasing opportunities for academic mobility, bymaking available foreign professors and researchers.These novelties have already made considerable changesin the sphere of standards and forms of teaching, inthe organization of the academic process andcontrolling of the quality assurance of knowledge. Aright transfer to the 3 – cycle education system withconferring Bachelor, Master, PhD degrees, introductionof the European Credit transfer and Accumulation System(ECTAS), academic mobility of students and teachers,the European supplement to the diploma qualityassurance of higher education, creation of the unified

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European Research Area, etc., have been widely appliedin practice of Kazakhstani education.

Conclusions

Thus, the implementation of the ideas of the Europeanstandards of education has taken place, on the onehand, under legislative state support; on the otherhand, the university society has been deeply interestedin the process. The synergy and combination of purposeshave enabled us to promote the reforms of education inconformity with the international standards ofeducation ensuring competitiveness of futurespecialists.But it does not mean that all the positive processes inreforming the Kazakhstani system of education are beingcarried out without problems and difficulties.The reforms, being caused by the changes in thesociety, are to be relied on the system of indicatorsand indexes which will show the effectiveness / non-effectiveness of the results obtained, andconsequently, giving an opportunity to concretize themin due time.

3.Kazakhstani experts on modernization of highereducation in the country

Using the advantages of sociological methodology hasenabled to characterize the subjective perception ofreforms in the sphere of education by directparticipants of this process – by the heads ofsubdivisions and by the teaching staff. The mainpurpose of the expert survey held in April 2013 in theHEIs of Almaty (24), is to study the systematic natureof the Bologna process and introducing of its mainprinciples into the system of higher education inKazakhstan and to rethink the positioning and adherence

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to the basic academic values by the Kazakhstani experts–scholars and students.

3.1. Social diagnostics of the national educationsystem

Concretization of the empiric data obtained from theresults of the expert survey has enabled us to clarifythe issue “whether the HEI has the structure of degreesbased on two or three main cycles in the majority ofthe academic fields”. As far as this issue isconcerned, the experts emphasized that “this structurehas been introduced” due to the Bologna Process –(90%), “not so far, but it is planned” – (5%), “no, weare not planning to do it” – (5%). Adaptation of new programmes. The experts –respondentsexpressed their attitude to the functions of a 2-3- -cycle education structure: (80%) marked as ‘very good’,(15%) – ‘rather good’, (5%) – ‘difficult to answer’.The HEIs which have reconsidered their curricula due tothe Bologna Process, were offered to express theirattitude to the process of adaptation of programmes innew structures. The experts noted that (80%) ofacademic curricula had been adapted in all thedepartments, (10%) of experts answered “yes, in somedepartments”, (10%) – not so far, but we will do it inthe near future”.When asked the question ‘how is training at a doctorallevel carried out”, (50%) of experts answered “thanksto the existence of doctoral scientific schools”including Master and PhD levels; (50%) – thanks todoctoral programmes including the courses taught; (40%)– doctoral scientific schools including only doctorallevel students.Internationalization of education. It is one of themain indicators of joining Kazakhstan to the worldeducation area. But the questionnaire survey showed

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that (50%) of experts consider this process “veryimportant”, while the rest (50%) position neutrally tothis factor. It means that a considerable part of theteaching staff outwardly demonstrating their agreementwith the ongoing reforms, in fact, they have treatedthe process of “internationalization of education” withmistrust. In this case the factor of uncertainty mighthave played some role because this term is notassociated with a certain region and reforms ofeducation. 80% of respondents answered affirmatively tothe question “to what extent it is important toimplement the principles of the Bologna Process”.Financing. The attitude of experts to the ongoingprocesses in the field of education is quite different.For instance, (60%) of respondents consider them “veryimportant”, while (40%) are indifferent. This is analarming symptom, because it is the representatives ofthe academic environment who are to be the mainperformers of innovations. It is vividly seen in theirattitude to the reforms in financing of highereducation within the frame of joining to the Europeaneducation area. For example, only (40%) of expertsconsider the issue of financing “very important” and(60%) do not support this point of view. Consequently, the experts from the academic circle havenot acknowledged the advantages of the reforms or theyhave not been informed sufficiently about the newmechanisms of financing. Only (30%) of experts markedthe point “changes in the tuition fee payments” “veryimportant”, while (70%) – “not so important”. (50%) ofexperts marked the point in the Questionnaire“diversified financing” as “very important, (50%) –“not so important”.Thus, the display of a kind of indifferent attitude tofinancial aspects of education seem to be natural.To answer the question on more important trends ofdevelopment and financing of the HEIs, the experts were

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offered 10 ranking variants of answers. They were tochoose three points. The analysis of the resultsobtained showed that the point asserting that financingof state researches had increased thanks to the stateresources was supported by (100%) of experts . But atthe same time, the experts noted that financing ofresearches by private resources is extremely low (20%).Financing from international, in particular from theEuropean resources, had also decreased. The dynamics offinancing is vividly seen on Diagram 3.

University Rating. The attitude of experts to therating system is rather positive. It shows an activepositioning of experts. Some few years ago, not everyrepresentative from the academic circle understood thesignificance of the rating system for the HEI. (90%) ofexperts agreed that this trend was really “veryimportant”, only (10%) did not agree to this assertion.“Now several universities of KZ are included to the World Universities Ranking. Al-Farabi KazNU achieved asignificant progress and rich the position at 390 at the QS World universities Ranking”1.

1 Mutanov G., Burkitbayev M. Al-Farabi Kazakh National University: Transformation toward Positioning in the International Rankings. IREG-6 Conference The academic Ranking and Advancement of Higher Education: Lessons from Asia and Other Regions. April 19-20, 2012. Taiwan. Pg.317

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Demography. The answers of experts to the point“demographic changes” turned out to be differential.(30%) consider them “very important”, (70%) – “not soimportant”. This variant of the answer can be explainedby the state policy which creates favourable conditionsfor all the social groups to get higher educationwithout aggravating relations between the so-called“oralmany” (repatriates) from China, Mongolia, etc.,foreign students, e.g. from Afghanistan, because ofquotas for the Kazakhs from the CIS and so on.

Participation of students in the university management.The question on the involvement of students in the HEImanagement in particular, in implementing the mainprinciples of the Bologna Process let the experts marksuch points as “yes, students are involved butformally” – (10%), while (70%) of respondents answered“information on the issue under discussion ispermanently given”, (50%) – supported studentsparticipation in the discussion of these questions. Thepositive dynamics can be seen in the survey of expertson the point “providing services for students”. (80%)of experts marked that the HEIs provides “hostelaccommodation”. All the experts noted that HEIs render“assistance in the academic orientation”. (70%) ofexperts – “services on professional guidance”, (60%) –“social and cultural activity”. Such points as“language training” and “psychological consultations”have been highly estimated.

Diagram 4.

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3.2. World tendencies of bringing the programmestogether: realities and perspectives

Modules and teaching results. The block of theQuestionnaire “Modules and teaching results” revealsthe attitude of experts to drafting modules inconformity with the European standards. Being asked thequestion “Have the organization of study programmesbased on units and modules”, (80%) of experts answered“yes, in all the academic programmes”. (10%) – “notyet, but we will do it in the near future”, another(10%) – “no, no need in it”. These results show thatHEIs express their readiness to work by using newstandards adapted to the new realities. But there aresome contradictions in their estimation revealing theprocess of introducing these module programmes. Forexample, (50%) of experts consider that moduleprogrammes give more flexibility to students in theirchoice of courses, (50%) of experts think that nothinghas changed.Consequently, it means that not all the representativesof the academic environment clearly understand thegoals of module programmes. There was some confusion inthe estimation of the role of introducing modules whilemaking a conclusion. For example, (30%) of expertsthink that this system has led to the reduction of the

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number of examinations. (60%) of experts noted thatnothing had changed.A credit system. One of the most serious questions isthe issue when students returning home from studyabroad encounter certain problems with the recognitionof their credits. (60%) of experts noted “yes, some ofthem encounter problems”, (30%) – “practically they donot encounter any problems”, 10% - “most of themencounter problems”.Being asked the question “Does your HEI use a creditaccumulation system for all Bachelor’s and Master’sprogrammes”, (60%) of experts answered – “yes, we useECTAS; (30%) – “yes, but not according to the Europeanprogramme”; (10%) – “not planning to use it so far”.These answers correspond to the rate of introducing theBologna principles in order to get the authenticresults.(80%) of experts marked the use of the Credit transfersystem for Bachelor’s and Master’s programmes as animportant trend; (10%) are inlending to use thissystem, another (10%) expressed their disagreement inusing this system. These indexes show that there arestill those among the academic representatives who arelatently against the ongoing reforms of education .Degrees. The experts show different positioning towardsthe issue of responsibility of this or that HEIstructure in the recognition of foreign degreesconferred by other HEIs of foreign states. For example,(50%) of experts consider that it is the responsibilityof the faculty; (20%) – Rector’s Office; (10%) –Chairs; (20%) – “difficult to answer”.Consequently, the perception of the process of theindependent recognition of the academic degrees by thehierarchical HEI structures is not clear enough.

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3.3.“Labour Market”: world education standardsimplemented within the frame of the Bologna

Process

The world standards of education implemented within theframe of the Bologna Process are concrete enough andhave the exact and clear number of criteria concerningboth the structure and the levels/cycles of educationand their content dimensions.Employers. In the course of the research it wasexpected to assess the effect of associations andparticipation of employers in drafting the academiccurricula. Experts gave their answer to the question“Do professional associations and employers participatein drafting and restructuring the academic curricula”“yes, very closely”. Thus, the Bologna Process promotedthe employers to participate actively in the process ofdrafting the academic programmes (curricula), but thisprocess was not so efficient as it had been expected.Being asked the question “How do you think what yourstudents will do after the first cycle (Bachelor’sDegree)?”, (30%) of experts consider that most of themwill apply for a job at the Labour Market, and asmaller part will continue their studies for a Master’sDegree. (50%) of experts consider that “Some of themwill apply for a job at the Labour Market and some ofthem will continue their studies for a Master’sDegree”. (10%) of experts consider that the minoritywill apply for a job at the Labour Market, but themajority will continue their studies for a Master’sDegree; (20%) – “difficult to answer”. Consequently,(50%) of respondents consider that education they havegot, have promoted the shaping of professionalcompetences of future graduates and they are in demandat the Labour Market.Being asked the question “Does your HEI look aftergraduates’ employment systematically?”, (70%) of

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experts answered “yes, to a full extent”, and only(10%) of respondents answered the rest of thequestions; (10%) didn’t answer the question. It showsthe result of intensive work of HEIs with theirgraduates, though the same work was done, but formally.Academic Mobility. Being asked the question “To whatextent has academic mobility of the teaching staffincreased?”, (80%) of experts answered – “yes,considerably”. (10%) of experts answered – “yes, notso much”, another (10%) of experts – “no, mobility ofthe teaching staff has not increased”. Theestablishment of close and strong relations with otherforeign HEIs, the real integration with the Europeaneducation area have become a vivid proof of a highinvolvement rate in the academic mobility.Diagram 5 gives the experts an opportunity to estimatewhether their HEI has joint programmes with other HEIsabroad.

Diagram5

As a result, (44%) of experts stated that HEIs havejoint programmes for a Master’s Degree, and equallyproportional for other levels.Being asked the question “Does your HEI offer jointprogrammes to other HEIs in your country?”, most of

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experts (67%) answered negatively, as it is shown inDiagram 6.

Summing up the results of this section, it should bementioned that concerning the main criteria ofimplementing the structural components of the BolognaProcess, Kazakhstan has achieved tangible results – ithas been reflected in the answers of experts –professional, academic and research groups.

Conclusions

With the integration process of Kazahstan into theEuropean education area, it has become necessary tomodify and to improve higher education, to reconsiderthe contents of the academic policy of HEIs, and todesign the main education programmes of a newgeneration. The state, on its part, is doing its bestfor implementing the principles of European educationin Kazakhstan. The legal basis has been brought in linewith international norms.Favourable conditions have been created forimplementing it in the education system of Kazakhstan.Organizational structures such as the Centre of theBologna Process and academic mobility under theMinistry of Education and Science of the RK have beenestablished.

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Nowadays an intensive process of modernizing the systemof education is going on:• a three cycle structure as one of the main trendsof the Bologna Process, is being implemented;• the European Credit System as one of the tools forenhancing transparency of the results and the teachingprocess is on the initial stage of implementation;• there exist some latent resistance to the reformsin education, to the integration with the Europeaneducation area;• one third of the Kazakhstani academic society donot have a clear idea of the advantages of the BolognaProcess and of new models of financing.

4. Kazakhstani students on the Europeanperspectives of developing national education

Within the frame of the Bologna Process heateddiscussions on the issue of implementing the programmesof academic mobility of students and teachers in theHEIs of Kazakhstan fueled up. It should be noted thatat present the programs of academic mobility are beingactively introduced into the Kazakhstani HEIs atdifferent levels of the education process, especiallyat Master’s and PhD levels.

4.1. Internal and External Academic Mobility

In many HEIs of Kazakhstan normative – legal conditionsfor supporting the academic mobility have been draftedspecial subdivisions relevant to these conditions havebeen set up. The provisions on the academic mobilityhave been adopted. The European Credit transfer andaccumulation system has been introduced (ECTAS). Inorder to reveal the positioning of students to thisprocess, in 2011-2012 the Ministry of Education and

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Science of the RK organized the QS on the issues ofinternal and external academic mobility1.The research has shown that approximately the equalnumber of Bachelor, Master and Doctoral Degree studentshave chosen Kazakhstan as well as the countries of farand new abroad, for implementing the programmes of theacademic mobility.The Questionnaire survey has revealed the attitude ofKazakhstani students in four dimensions: “The qualityAssurance in teaching disciplines”, “The quality ofelective disciplines”, “Internal evaluation of thequality of teaching performance”, “The Quality of theadministrative –organizational Management”. Theanalysis shows that the respondents have chosen thereceiving HEI conscious motivating by the followingenhancement of the level of knowledge and languagetraining; availability of programmes in specializationat the HEI chosen, and favorable conditions forscholarship programmes. The positive dynamics has beenseen in the results of mastering the teaching material.

Besides, the research has revealed the problems inthe issues related to the academic mobility. More thanhalf of the respondents (students) marked the point as“language training” and one fourth of the respondentswere not satisfied with low comparability of thecontent, level and periods of programmes. The studentsalso expressed their dissatisfaction with the draftedcredit transfer and accumulation system andinsufficient financing of programmes.The research of 2011-2012 showed that it is necessaryto study thoroughly the impact of the Bologna Processon the Kazakstani students area in order to enhance theeffectiveness of the education process and thecompetence of the future specialists.

1 Higher education in Kazakhstanhttp://eacea.ec.europa.eu/tempus/doc/quality_ru.pdf

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4.2. Estimation of the impact of the BolognaProcess on the education potential of students

In 2012 the Centre of Sociological Researches andSocial Engineering of Al-Farabi KazNU carried out asociological research aimed at representing the viewsof students to the European perspectives for developingnational education1.1 For getting more detailedinformation the following trends have been outlined:

• advantages of academic mobility; new opportunities and quality assurance issues; implementation of the ideas and main provisions

of the Bologna Process.

4.2.1. Academic mobility advantages

Table 1 demonstrates the views of students to theacademic mobility advantages. The analysis of theresults showed that only (29,5%) of Kazakhstanistudents have some idea about the main advantages ofthe academic mobility. (70,4%) of respondents do nothave any idea about academic mobility. It was difficultfor them to answer.The students from KazNU were the most active inanswering this question.Such points of the survey as “experience exchange”,“language training”, “acquisition of quite newknowledge and skills”, “cultural exchange,establishment of international communications andcontacts”, were prevailing in the variants of answers.

1 The research was carried out in May-June 2012 in Almaty, Astana,Aktyubinskaya oblast. There were 1500 respondents -students from 12 HEIs.Abdiraiymova G., Mukhamedzhanov B. Higher Education in Kazakhstan: socialpractice, subject and interests. Almaty, 2011 p.143.

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Table 1. Academic Mobility (in % out of the overallnumber of respondents)

№ Variants of answers %1 Exchange of Experience 4,6%

2 Language Practice 3,9%

3 Acquisition of new knowledge 3,8%

4 Cultural exchange, adjustmentof internationalcommunications and contacts

2,3%

In the world education practice there are various typesof academic mobility. Among them the case when astudent spend one semester in another HEI.The opinions of the respondents on the advisability ofthis novelty are quite different. Most of therespondents – students stick to the point that it isnecessary to introduce this practice on a BachelorDegree level (21,1%); it is desirable to spend 1semester in foreign HEIs (21,5%). Besides, some otherforms of academic mobility can be mentioned. They, areas follows: short –term stay in a foreign HEI forexchanging experience; gathering information, etc.(58,5%); joint scientific –research projects (40,8%).

4.2.2. New opportunities and issues of quality

The students, who gave an affirmative answer to thequestion on the study in the HEIs of far and nearabroad, were asked to estimate the quality ofKazakhstani education using the comparative approach.(Table 2.)Table 2. The assessment of the quality of education (in% out of the overall number of respondents who studiedin foreign HEIs)

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№ Variants of answers %1 The quality of study in my HEIs

higher than abroad14,8

2 The quality of study in my HEI andabroad is comparable

36,5

3 The quality of study in my HEI islower than abroad

48,6

(48,6 %) of the respondents –students assert thatforeign education is more superior than nationalstandards. At the same time (51.3%) of the respondentsestimated the Kazakhstani system of education ascorresponding to the world standards; (14,8%) considerthat the quality of education is not simply comparable,but even higher than at HEIs abroad.One of the main obstacles hindering a more large -scaled introduction of the academic exchange programsmay be considered as lack of resources (50,5 %),language barrier (49,8 %), organizational –procedural(visas, document formalities, everyday problems (42,7%), etc. It becomes clear that a high rate of theacademic mobility of students may be available not onlythanks to financing resources. It also needs adeveloped infrastructure which is far from beingfulfilled easily.

4.2.3. Implementation of the ideas and principalprovisions of the Bologna Process

Representing the views of young scholars and studentsto the implementation of ideas and provisions of theBologna Process was in the focus of our research. As itis known, the entry of Kazakhstan into the BolognaProcess has set certain requirements to the quality ofhigher education and to the creation of conditions forpromoting academic mobility of teachers and students

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and for enhancing their social and professional self-realization.The analysis of the obtained data in the course of thefocus-group research1, shows that most of Bachelor,Master and Doctoral Degree students are aware of themain ideas of the Bologna Process, pointing out thepositive and negative aspects of innovation.Taking into account the level of readness of the systemof education to novelties and conformity of theKazakhstani education programmes with internationalstandards, the researchers have outlined the followingtasks in developing the academic mobility:

• ensuring the quality of external mobility;• ensuring the quality of stay of foreign

teachers, researchers and students in Kazakhstan(incoming mobility);

• further implementation of the principles ofmultilingual education (proportinale teaching of the Kazakh, Russian,English and other foreign languages; language training courses and teachingprogrammes based on the synergy of language and culture).

• expanding direct communications with foreignHEI –partners and international organizations;

• improving the normative –legal basis ofacademic mobility.

Conclusions

• The Bologna Process has marked the integrationprocess with the European education area and hasoutlined the main principles, which are to be observedby the Kazakhstani HEIs now –openness of education,transparency and responsibility.

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• In the course of perceiving the main provisionsof the Bologna Process by the researchers, there can beseen a variety of contexts:

Pluses (+)• the integrity of the education system (openness

of the system, expanding of the scientific –researchborders, integration with the European system, etc.)

• from the point of organizing the academicprocess (introducing of a 3 –cycle system of trainingspecialists, using the credit technologies inorganizing classes and the rating system for evaluatingstudents’ knowledge, etc.)

• from the point of the content renewal ofeducation and development of the academic mobility(students have an opportunity to choose and build uptheir own trajectory of study; teachers have anopportunity to enhance their professional performance).

Minuses (-) • absence of the thoroughly drafted credit

transfer and accumulation system;• insufficient financing of programmes;• probability of decreasing the quality of

fundamental education;• convertability of diplomas may lead to ‘brain

drain’• correlation of national and international

traditions: establishment of the trajectory ofeducation in conformity with the European traditions

• destruction of the established system of highereducation and academic scholarly degrees.Kazakhstan’s higher education system has undergoneserious changes during the last two decade. The StateProgram on Development of Education until 2020envisioned ambitious goals, including an increasegradual decentralization of the higher education

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system, introduction of a western-style credit system,improvement of education standards, and an increase ininternational cooperation in the field of education.These reforms addressed the most painful legacy of thetransitional reforms in the 1990s – chronic under-funding and neglect of the education system. Thepositive social and economic climate of the last twodecade allowed many problems that Kazakhstan'seducation had faced in the 1990s to be addressed, andmuch needed structural changes like includingintegration to the Europe education area in theeducation system to be introduced.

5. Bibliography and sources:

1.Actual problems of scientific–pedagogical education(Master’s Degree). Materials of the scientific-practical conference of 30-31 May, 2002. Almaty:Kazakh universiteti, P.350

2.Bolonskii process: Bergenskii etap. Editor:Baidenko V.I.- Moskva-Astana, 2006.- Pg.184.

3.Bolonskii process: praktika vnedreniya v vuzahRespubliki Kazakhstan. Editor: Amreeva T.M.–Astana.- 2011. – Pg.162 .

4.Mutanov G., Burkitbayev M. Al-Farabi KazakhNational University: Transformation towardPositioning in the International Rankings. IREG-6Conference The academic Ranking and Advancement ofHigher Education: Lessons from Asia and OtherRegions. April 19-20, 2012. Taiwan. Pg.311-320

5.Kozhamkulov T.A. (2003) Conceptual basis of Masterdegree students training at al-Farabi KazNU,Collection of works: Scientific-methodologicalaspects of implementing credit technologies in thesystem higher professional education. Almaty.P7-9.

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6. Abdiraiymova G., Mukhamedzhanov B. (2011) HigherEducation in Kazakhstan: social practice, subjectand interests. Almaty. P.143.

7.Jorn O’Leary & other. TOP universities Guide 2012 .London. 2012.

8. Ibrayeva G., Abazov R. (2009) Can Kazakhstan’seducation reforms dodge in face of the globaleconomic meltdown? Central Asia-Caucasus InstituteAnalyst CACI Analisthttp://www.cacianalyst.org/files/090114

9.Kasenova A.http://tengrinews.kz/kazakhstan_news/kolichestvo-chastnyih-vuzov-v-kazahstane-budet-sokrascheno-do-2015-goda--229619/

All electronic sources were correct on: 29.5.2013

1.The Bologna Process: Trends 2010 – A decade of change in European Higher Education (2010) http://www.iu.qs.com/2010/07/27/the-bologna-process-trends-2010-%E2%80%93-a-decade-of-change-in-european-higher-education/

2.Presented in Astana Center Bologna process and academic mobility http://www.zakon.kz/4517888-v-astane-prezentovan-centr-bolonskogo.html

3.Damitov, B.K. et al (2009), National Report on the status and development education. Ministry of education and science of the Republic of Kazakhstan. National Centre for educational qualityassessment. Astana. 2009. http://eacea.ec.europa.eu/tempus/participating_countries/overview/Kazakhstan.pdf

4.The State Program of Education Development for the period of 2011-2020. Ministry of education and science of Kazakhstan www.edu.gov.kz.

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5.The agency of statistics of Republic of Kazakhstan http://www.stat.kz/digital/obraz/Pages/default.aspx

6.Materials of the National report of the MES of theRK in 2010 htpp/www.do.ektu.kz/laws/goso/15ru.pdf

7.Order of the MES of the RK of 17.06.2011 №261 On Approval of State General Mandatory Standards for Higher and postgraduate education www.edu.gov.kz

8.http://www.eng.stat.kz/digital/Education/Pages/ default.aspx

9.9. REPORT SUBMITTED BY THE REPUBLIC OF KAZAKHSTAN aspart of the application for membership of the Bologna Process http://naric-kazakhstan.kz/images/public/2_national/Kazakhstan_national_report_2010.pdf

10. Higher education in Kazakhstan Overview of the Higher Education Systems in the Tempus Partner Countries Central Asia Issue 12 – November 2012 eacea.ec.europa.eu/.../kazakhstan_review_of_higher_education.pdf http://eacea.ec.europa.eu/tempus/doc/quality_ru.pdf

11.The data from the National report of 2010. The MES of the RK.

http://www.edu.gov.kz 12. Sarsembaeva G., Kaigorodtsev A. Kazakhstan in the Bologna Process http:/www.group –global.org./publication

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